Schools will now need to inform pupils when a request is made by a parent or carer to withdraw them from religious observance and to consider any objection the young person may have, under legislation backed by MSPs.
The Children (Withdrawal from Religious Education and Amendment of UNCRC Compatibility Duty) (Scotland) Bill was passed in a final Stage 3 vote in the Scottish Parliament.
The Bill was introduced to Parliament to clarify the legal position around the withdrawal of pupils from religious observance in schools.
The changes will align legislation with existing guidance on religious observance to strengthen alignment with the United Nations Convention on the Rights of the Child (UNCRC) in its international form.
Once brought into effect, the legislation will strengthen pupil’s rights in relation to religious observance and religious and moral education.
Legislation which will clarify the law on religious observance in school has been passed by @ScotParl
The changes will strengthen alignment with the United Nations Convention on the Rights of the Child (UNCRC)
Education Secretary Jenny Gilruth said: “This Bill strengthens the protection and promotion of children’s rights in education, as well as those of their parents and carers. It builds on the wider progress we have made around the human rights of children and young people, while also ensuring parents continue to have a say on the religious elements of their child’s education.
“I recognise the wide range of views heard as the Bill has proceeded through the Parliamentary process. We will continue to adopt a collegiate and inclusive approach as these changes are implemented, including in the development of the new statutory guidance to accompany the legislation.“
Lovell has opened its South Queensferry development to local young people, recently welcoming 51 pupils from Echline Primary School to the site and supporting work experience opportunities. The education project gives young people a hands-on introduction to construction and the wide range of careers involved in building new homes.
The Crossings is a major mixed-tenure development that will deliver 398 homes, including 100 for social rent in partnership with Sanctuary Scotland, 185 homes for private rent through Sigma Simple Life, 113 private homes for sale by Lovell Homes and 14 commercial units. The development will also support more than 300 local jobs.
The education activity forms part of the ongoing commitment by Lovell to deliver social value in communities where it builds, helping to create opportunities for young people and strengthen pathways into employment.
It comes at a time when attracting new talent to the construction sector is increasingly important, with the Construction Industry Training Board (CITB) estimating that Scotland will need to recruit 26,100 additional construction workers by 2028 to meet future demand.
Tony Rankin, Regional Managing Director at Lovell, said: “Construction offers a huge range of opportunities, but too often young people only know about a few job roles in the industry. Opening up our sites like this is about showing them the bigger picture and helping them understand the many different career routes available.
“With Scotland needing to attract thousands of additional workers to the construction sector over the coming years, it’s vital we support the next generation to see the possibilities and feel confident that there is a place for them in the industry.”
As part of the programme, P7 pupils from Echline Primary School were guided through a series of live demonstrations by Site Manager Kevin Kelly from Lovell, including broadband installation, underground pipework and the various stages involved in completing new homes.
The groups also visited a nearly completed home, where they learned about painting and had the chance to try it for themselves.
The tour concluded with a discussion about the wide range of roles involved in delivering new homes, from trades and engineering through to design, planning and project management.
Laura Marshall, P7 teacher at Echline Primary School, said: “This was a fantastic experience for our pupils. Seeing a live site and speaking directly with the team helped them understand how homes are built and how many different roles are involved.
“It’s important that young people are given opportunities like this to explore career paths they might not have considered and it was very inspiring for the children.”
The visit is part of a wider programme of activity by Lovell that engages local schools and young people in South Queensferry. Lovell teams have interacted with hundreds of pupils from Echline Primary School and Queensferry High School through site visits, workshops and career sessions. Additionally, 15 surveying graduates from Hardies, the employer’s agent on the development, visited to learn more about construction operations and live-site working.
Lovell has also supported work experience opportunities at The Crossings, offering real-world experience and helping participants build confidence for future employment.
The experience was delivered in collaboration with Positive Qualities and its Construction Skills Academy, which supports young people in developing essential workplace skills. Through the Academy, participants successfully completed three SQA units ahead of their placement, including the Construction Skills Certification Scheme (CSCS) Health and Safety certificate.
Lovell site teams worked alongside supply chain partners R&M Contractors and Ramsey Electrical to support placements and provide young people with meaningful experiences across various trades.
Conor Watt, Development Manager at Sanctuary, said: “Creating great places to live is about more than building new homes. It’s also about supporting the communities around them and investing in opportunities for local people to ensure the benefits are shared and long-lasting.
!We’re proud to work alongside Lovell on initiatives that inspire young people and help them imagine a future career in construction.”
Post work placement surveys highlighted the real value of the live-site experience and showed measurable impact, including increased workplace confidence and improved understanding of the range of opportunities available within construction. Both work experience participants have since progressed to further education, moving on to college courses following their time at the South Queensferry development.
Sean Siala, work experience student, said: “It was great working on-site, especially gaining practical, hands-on knowledge.
“I really enjoyed the camaraderie. I loved chatting with the electricians and learning from their experience.”
Heriot-Watt University has appointed Professor Nola Hewitt-Dundas as its next Principal and Vice-Chancellor.
Professor Hewitt-Dundas joins Heriot-Watt from Queen’s University Belfast, where she serves as Pro Vice-Chancellor (Transnational Education) and Professor of Innovation Management and Policy. She is also an internationally recognised academic in innovation and science policy and currently serves as a non-executive Board member of UK Research and Innovation (UKRI).
Professor Hewitt-Dundas will join the University on 1 September 2026, with Professor Richard A. Williams remaining in post as Principal and Vice-Chancellor until the end of September ensuring a smooth and effective transition.
Bruce Pritchard, Chair of Court at Heriot-Watt University, said: “I am thrilled to welcome Professor Hewitt-Dundas to the Heriot-Watt community. She is joining at an exciting time, as we embark on the realisation of Strategy 2035.
“Nola brings the vision, drive and leadership experience needed to lead Heriot-Watt into this next chapter. Her academic credentials, a strong alignment with our University’s values and a track record of delivering transformational change programmes makes her a perfect fit to lead the organisation in the coming years.
“We look forward to working with Professor Hewitt-Dundas to inspire and engage our staff, students, alumni and partners, and to shape a bold, sustainable and globally connected future for the University. I would also like once again to thank and pay tribute to Professor Richard Williams, who is leaving us at the end of September after a very successful 11 years in the role.”
Commenting on her appointment, Professor Hewitt-Dundas said: “I am honoured to be appointed as the next Principal and Vice-Chancellor of Heriot-Watt University. Heriot-Watt is a distinctive global university, renowned for its excellence in science, engineering and business, its strong industry connections, and its international reach.
“I look forward to engaging with colleagues across the University’s campuses to support our staff and students, deliver Strategy 2035, and build a sustainable and successful future together.”
Heriot-Watt University is a global institution with campuses in Scotland, Dubai and Malaysia, as well as a growing cohort of online learners.
The University is internationally recognised for its industry-focused education, research excellence, and real-world impact across science, engineering, business and the built environment.
Professor Hewitt-Dundas was appointed following a highly competitive international search. She brings extensive experience in senior university leadership, global engagement, governance, innovation and research.
She will be the first woman to serve as Principal and Vice-Chancellor of Heriot-Watt University, marking a significant milestone as the University celebrates the 60th anniversary of its Royal Charter.
Local nursery children in Edinburgh were treated to a special visit from Road Safety Scotland character Ziggy this week, to remind them of the importance of staying safe on our roads.
Ziggy visited children at three local nurseries; Pentland Nursery, Wester Coates Nursery School and Little Learners Nursery.
The visits were part of a road safety tour of Early Learning & Childcare Centres (ELCs) designed to equip young children with skills, knowledge and attitudes to help keep them safe on our roads now and later in life.
Together with Ziggy – an alien visiting Earth to learn about road safety – children enjoyed an interactive performance which brings to life road safety messages combining song, role play and crafts.
Multiple immersive learning activity stations, including card games, tested children on their understanding of road safety symbols, noises they’d hear on the roads, and steps to take to cross the road safely. A playmat featuring a town-scape including traffic lights and a zebra crossing also reinforced road safety skills through imaginative play.
Alison Hawkins, Head at Wester Coates Nursery school, said: “The children were very delighted to welcome Ziggy to Wester Coates Nursery School.
“Visits such as these reinforce our own road safety programme, strengthening the important road safety messages we teach and practice. Having fun with Ziggy was a great reminder about safety.”
Debbie Nicol, Assistant Director, Road Safety Scotland, said: “It is important that children are immersed in positive road safety attitudes from a young age, both in the classroom and at home, and we know that early experiences shape children’s future behaviour.
“Ziggy is a fun character with an important message and visits like these help create lasting memories about road safety.”
The Ziggy tour will include visits to Early Learning & Childcare Centres across Glasgow, Edinburgh, Fife, Inverclyde, North Lanarkshire, South Ayrshire, East Ayrshire, Dundee and Renfrewshire.
Written by children’s author Lynda Kennedy and illustrated by Lynn Taylor, the Go Safe with Ziggy books are a free resource available to all Early Learning and Childcare centres and Primary 1 classes in Scotland, and parents, carers and teachers have access to online resources and activity ideas. The Ziggy series is also available in Scots and Gaelic.
Books can be ordered for free on roadsafety.scot/ziggy-order.
For more information about Go Safe with Ziggy, visitroadsafety.scot/ziggy-online.
Details are also available on Road Safety Scotland’s social media channels: Facebook @roadsafetyscotland and X @RoadSafetyScot.
Hundreds of school leaders will benefit from extra training opportunities to further develop their leadership skills, helping to improve job satisfaction and bring benefits to the schools where they work.
The Scottish Government is contributing £400,000 to the Head Teacher Leadership Academy (HTLA), run by Columba 1400, with the Hunter Foundation matching this with an additional £400,000.
The total investment will enable up to 280 school leaders to strengthen their own development and enhance outcomes for pupils, staff and communities. The HTLA focuses on how school heads see themselves as social leaders.
Education Secretary Jenny Gilruth met with head teachers and deputy head teachers who have taken part in the HTLA during a visit to Royal High School in Barnton, where she formerly taught.
Ms Gilruth said: “As a former teacher, I have seen first-hand the pivotal role that head teachers and deputy heads have at the heart of schools and across the wider community.
“They help drive up standards in classrooms, and this has resulted in clear improvements in attainment nationally and better futures for children and young people. They also provide invaluable support to teachers and staff in their schools, improving the working environment and ensuring everyone feels valued and able to be at their best in the classroom.
“The Head Teacher Leadership Academies are a proven success and I know that participation will ensure heads and deputy heads will get the time and support to reflect on their values and strengthen leadership, enabling them to create lasting change in their schools and communities.
“This investment is part of the Scottish Government’s wider support for the teaching profession, which also includes the recently-launched ‘Teaching Makes People’ recruitment campaign.”
Sir Tom Hunter said: “School leaders are the secret sauce to Scotland’s future, enabling the next generation to flourish and that’s precisely why we should invest in their values based leadership.
“The results are phenomenal and that’s why I’d like to see every head and deputy head teacher in Scotland go through the Columba 1400 Head Teacher Leadership Academies.”
Marie Clare Tully, Chief Executive of Columba 1400, said: “This investment allows us to reach even more Head Teachers and Deputy Head Teachers across Scotland.
“It is a privilege to be alongside school leaders as they pause, reflect and reconnect with their values. We see each and every day how this experience contributes to creating the conditions for cultural change through values-based leadership.
“We are grateful to the Scottish Government for their re-investment and to The Hunter Foundation for their continued support and their belief in what is possible.”
Columba 1400 is a Scottish charity founded in 1997 and opened in 2000, dedicated to helping young people, especially those from tough realities, and the key adults in their lives discover their leadership potential through values-based leadership academies.
The Head Teachers’ Leadership Academyequips senior professionals in education with the confidence, resilience, and skills they need to create lasting change in their school and communities.
2026 is both an election year and the National Year of Reading — a year when literacy, libraries and the future of our young people should be firmly at the top of the political agenda.
Across the UK and around the world, governments are taking decisive action to tackle declining literacy and reinvest in school libraries. Yet Scotland, once regarded as a leader in library provision, now risks falling behind.
When Vibrant Libraries, Thriving Schools launched in 2018, Scotland was setting the pace. We were seen as progressive — a nation that recognised libraries as essential to education, wellbeing and community life. Today, however, the landscape is shifting, and not in our favour.
Recent months have brought renewed focus on education, reading for pleasure and school libraries, but largely south of the border. England has committed to delivering a library in every primary school by 2029, backed by more than £10 million in dormant assets, alongside £5 million to provide every secondary school with new library books.
Wales has pledged dedicated funding for its National Year of Reading. Meanwhile in Scotland, funding gaps, inconsistent provision and ageing facilities are undermining the vital role libraries play in literacy, learning and community wellbeing.
Across our 32 local authorities, school library provision is fragmented. Only five authorities — just 16% — offer full professional librarian coverage in secondary schools, while at least five have none at all. More than a third rely on assistants, teaching staff or volunteers, despite clear evidence that professionally trained librarians are essential for literacy, information skills and wellbeing.
Recent developments only show the situation worsening. Qualified librarians are being replaced, dedicated library spaces reduced, and purpose-built libraries moved into smaller rooms with sharply curtailed stock and access. Some areas are exploring new models to stretch limited resources but these often involve cutting trained roles and introducing inconsistent provision with little central oversight. These are not minor operational changes, they signal a systemic unravelling of Scotland’s school library infrastructure.
The evidence is clear. Research by the University of Edinburgh and Scottish Book Trust shows school librarians foster reading enjoyment, create inclusive spaces, support minority pupils and strengthen personal development. A CILIPS-funded study found librarians are uniquely placed to tackle misinformation, yet lack of time, training and recognition prevents them from doing so. In an age of disinformation, this should be a wake-up call.
At the same time, National Literacy Trust data shows reading enjoyment among children and young people has fallen to its lowest level in 20 years. Only one in three enjoy reading, fewer than one in five read daily and one in ten children in Scotland does not own a single book. Boys, pupils from lower-income families and those in disadvantaged communities are disproportionately affected.
Scotland’s latest Achievement of Curriculum for Excellence Levels report shows record-high literacy attainment and narrowing gaps, yet school libraries are absent from the narrative. This omission is striking. The challenges highlighted — uneven engagement, slower progress for some groups and persistent inequality — are precisely where school libraries make the greatest difference.
Reading for pleasure remains the strongest predictor of a child’s future success, more powerful than parental income. Being read to at age five is a protective factor against poverty at age 30. Libraries are not cultural luxuries, they are engines of social mobility.
Other nations understand this. Norway, Sweden and the Netherlands are investing heavily in school libraries and staffing. Scotland, meanwhile, is cutting posts, shrinking spaces and relying on goodwill to sustain essential services.
SLIC’s vision statement, Securing the Future of Scotland’s Libraries, sets out what is needed: sustainable funding, modern facilities, protected professional roles and universal standards. Without decisive action to make libraries financed, fairer and future-proofed, Scotland risks entrenching a postcode lottery of literacy and opportunity.
As we approach the 2026 Holyrood election, MSPs face a clear choice. With strong evidence, a practical vision and broad public support, you can secure libraries as essential infrastructure at the heart of Scotland’s learning, wellbeing and future prosperity. Or you can allow further erosion that deepens inequalities and limits life chances for the next generation.
Scotland once led the way. We can do so again — but only if we act now, with ambition that matches the opportunity our communities deserve.
Yours sincerely,
ALISON NOLAN
Chief Executive of the Scottish Library & Information Council (SLIC)
Spending on schools across Scotland has increased by more than £1 billion in real terms over the past decade, official statistics show.
Data published this week shows that local authority funding across Primary, Secondary and Special schools rose to £7 billion in 2024-25, up 19.7% from £5.8 billion in 2014-15.
Average spending per pupil across Primary and Secondary schools also rose by more than £1,000 in real terms over the same period, reaching £8,683.
Local government education expenditure in Scotland in 2024-25 was £8.3 billion, which is 27% higher than in 2014-15 in real terms – a cash terms increase of 71%.
Pre-primary education expenditure has more than doubled in real terms over the past decade to £1.1 billion in 2024-25, up from £516 million in 2015-16, with 95% of this going on the delivery of the 1140 hours early learning and childcare offer.
Education Secretary Jenny Gilruth said: “This investment underlines the Scottish Government’s commitment to education, working in partnership with councils, and means Scotland has the best paid teachers in the UK, the lowest pupil-teacher ratio and the highest education spending per head in the UK.
“Schools are delivering literacy and numeracy attainment at the highest levels on record, with a record low attainment gap for literacy and numeracy in primary and secondary schools. Attendance has improved, class sizes are smaller, and there are more teachers in Scotland’s classrooms.
“Last year’s exam results also showed there were more passes at every level compared to 2024, while the total number of Higher entries passed the landmark 200,000 level for the first time since Curriculum for Excellence was introduced in 2010. We have also made strong progress on widening access to higher education regardless of background or circumstance, with record numbers of young Scots in 2025 securing university places in Scotland who will benefit from free tuition.
“As we reflect on progress over the past ten years we are also looking to the future with local authorities and headteachers, to agree how best we might collectively go further and faster.”
Higher entries rising but still below pre-pandemic levels: Higher entries in French, German and Spanish have risen for the second consecutive year, 5,885 to 6,110, (4 per cent) but remain 16 per cent below 2019 levels, with French down 31 per cent and German down 24 per cent
Strong foundations at primary and S1: 99 per cent of primary schools are now teaching languages and the proportion of S1 learners studying more than one language has jumped from 52 per cent to 63 per cent over the last year
Multilingual classrooms: Teachers reported over 100 different home and heritage languages spoken in responding secondary schools, from Polish and Ukrainian to Arabic and Urdu, while home and heritage language exam provision has increased from 29 per cent in 2024 to 36 per cent in 2025
Spanish retains top spot: Spanish remains the most popular language for qualification across the senior phase in Scotland
Structural barriers increasing: Classes do not run in 59 per cent of responding local authority secondary schools if numbers are too low (up from 52 per cent last year), with over a third of the secondary schools (35 per cent) now requiring a minimum of 10 pupils (up from 25 per cent).
Uneven access: Over 70 per cent of schools in the most deprived areas report classes not running due to low numbers, compared to 50 per cent in the most affluent areas
Scotland has the foundations for a multilingual success story, but a new British Council report published today (Thursday 5 February) warns that growing barriers in secondary schools could threaten future progress.
The new Language Trends Scotland report highlights strong language teaching in primary schools and rising numbers of senior pupils sitting language exams. But it reveals that structural barriers from minimum class sizes to timetabling constraints are increasing at secondary level.
Conducted by Queen’s University Belfast, the report surveyed 169 local authority primary schools, 114 local authority secondary schools and 12 independent schools across 29 of Scotland’s 32 local authorities.
At primary level, 99 per cent of responding schools are teaching languages, with one in five embedding language learning into daily classroom routines. This could reflect the impact of Scottish Government’s 1+2 language policy, which aims to give all children the opportunity to learn two languages in addition to their mother tongue, starting from Primary 1. Teachers say the two biggest challenges for primary languages remain teacher confidence and finding time in the curriculum.
The vast majority of responding primary schools (89 per cent) have learners for whom English is an Additional Language. Primary schools report that home and heritage languages are actively included and celebrated through cultural events, language ambassador programmes, and multilingual books in classrooms and libraries.
In the early years of secondary, the proportion of S1 learners studying more than one language has increased from 52 per cent in 2024 to 63 per cent this year. French is taught to all learners in 81 per cent of responding schools at S1, and Spanish to all learners in 49 per cent of schools.
There are also positive signs at S4, when pupils start to make choices about subjects and typically sit National 5 qualifications, with fewer schools reporting a declining uptake: 22 per cent compared to 35 per cent last year.
Entries for French and Spanish have increased at National level, with Spanish retaining its position as Scotland’s most popular language for qualification. However, German entries have declined by nine per cent since last year. For Highers, exam entries in French, German and Spanish all increased, with combined entries up four per cent since 2024 (from 5,885 to 6,110).
However, this growth is from a low base. Higher entries in modern languages remain 16 per cent below pre-pandemic levels (7,255 in 2019 compared to 6,110 in 2025). Advanced Higher entries are down 25 per cent over the same period (1,200 in 2019 compared to 895 in 2025).
Despite rising entries, structural barriers are increasing, the report finds that classes do not run in 59 per cent of responding local authority secondary schools if there are not enough learners, up from 52 per cent last year. Over a third (35 per cent) of schools now require a minimum of 10 pupils for a class to go ahead, up from a quarter (25 per cent) last year.
Teachers described timetabling constraints and finding time within a crowded curriculum as key challenges to providing high-quality language learning. In 54 per cent of responding secondary schools, timetabling prevents some learners from taking a language. Over a third (36 per cent) of responding secondary schools report that recruitment of qualified language teachers is an issue, though this has improved from 41 per cent last year.
These barriers are not evenly distributed. Over 70 per cent of schools in the most deprived areas report classes not running due to low numbers, compared to 50 per cent of schools in the most affluent areas. Schools in more affluent areas are also more likely to offer German at qualification level, of the 35 schools offering National 5 German, 24 are in the two most affluent quintiles.
Where schools struggle to maintain languages at senior phase, some are turning to further education partnerships. Learners in 38 per cent of local authority secondary schools with Higher and/or Advanced Higher provision are taking Edinburgh College classes online to access language qualifications their own school cannot offer.
Provision for heritage language qualifications has increased at secondary level, with 36 per cent of local authority secondary schools now facilitating exams in home or community languages, up from 29 per cent last year.
A further 19 per cent enable pupils to sit these exams elsewhere. Schools collectively offer qualifications in Arabic, Cantonese, Mandarin, Polish, Russian and Urdu alongside the main European languages.
The findings come as the Scottish Parliament unanimously passed the Scottish Languages Bill in June 2025, giving Gaelic and Scots official status. Higher entries for Gaelic (Learners) increased this year from 50 to 70 entries.
For the first time, the report explores the use of AI and apps in language teaching. In secondary schools, 8 per cent of responding teachers use AI regularly for lesson preparation, assessment and class activities, with a further 58 per cent using it occasionally.
At primary level, adoption is lower, with 47 per cent of teachers reporting they do not yet use AI, being unsure of what it can do. Teachers describe AI use as exploratory, using it to create texts and comprehension questions.
According to the survey, 66 per cent of responding secondary schools plan international trips, and the proportion of schools with international partner schools has increased to 28 per cent, up from 23 per cent last year, while over a third of schools engage with cultural institutes including the Confucius Institute, Goethe-Institut and Institut français.
Claire de Braekeleer, Director of British Council Scotland, said:“At a time of global uncertainty, language skills are not a luxury, they are an essential. Learning a language opens doors, builds bridges, and fosters the kind of cultural understanding that our world urgently needs.
“This report shows we have strong foundations in Scotland to build on. At the British Council we are committed to working with education and public sector partners to address barriers, champion language learning, and equip the next generation with the skills to connect, collaborate, and compete globally.”
Dr Ian Collen, who co-led the research at Queen’s University Belfast, added: “As AI accelerates, human language becomes indispensable.
“Machines can automate, but they can’t create the cultural understanding or human connection that languages ignite. For Scotland’s young people, languages are gateways to opportunity and a voice in our fast-changing world.”
Language Trends Scotland forms part of the wider Language Trends series which covers all UK nations. The series began in 2002 with Language Trends England, with annual surveys in Wales since 2015, biennial surveys in Northern Ireland since 2019, and annually in Scotland since 2024.
The report is being launched at the Institut Français d’Écosse on 5 February as part of Languages Week Scotland, bringing together educators, policy makers and practitioners to discuss the findings and share examples of good practice from schools across Scotland.
Endowed Chair of Rheumatology retires from University of Edinburgh
Professor Stuart Ralston retired from his position as Arthritis UK’s Endowed Chair of Rheumatology at the University of Edinburgh and a Festschrift event was held in his honour (January 29).
Professor Ralston has had a decorated career in rheumatology, including holding the position as Arthritis UK’s Endowed Chair for over 20 years. His research focused on the management of bone and joint disease, with a special interest in Paget’s disease.
Professor Ralston’s research has benefitted patients and influenced policy. His medical education contributions have benefitted students globally and his contribution to medicines regulation has saved many lives, notably through his oversight of emergency approval of COVID-19 vaccines as chair of the Commission on Human Medicines.
He was recently (December 2025) duly recognised for these contributions by being awarded the Royal Society of Edinburgh Sir James Black Medal.
Professor Ralston said: “A highlight of my career has been the work in Paget’s disease of the bone, looking at the genetic basis of the condition and doing clinical trials to establish optimal treatment strategies.
“I’ve also enjoyed bringing in new people and seeing them make their own way over the years. It’s been a privilege. I have been lucky to reach the top of my profession.
“While I will be sad to leave, I have still got some outstanding projects to finish off during my retirement and am looking forward to having more time to spend with my family and friends.”
To commemorate his achievements Professor Ralston attended a Festschrift event, where his closest colleagues and collaborators gathered to share warm remarks and celebrate his contributions to the field.
Arthritis UK’s Head of Research Strategy, Sarah Rudkin, attended the event and said: “Professor Ralston has led the field on the molecular and genetic basis of osteoporosis and Paget’s disease for the benefit of people living with these conditions.
“We greatly value his long-standing relationship with Arthritis UK and the varied contributions that he has made to the work of the charity. It’s been a privilege to support him throughout his professional endeavours, and we wish him a joyful retirement.”
Professor Cosimo de Bari, specialist in osteoarthritis and stem cell therapies, has been appointed the new Arthritis UK Endowed Chair of Rheumatology.
Deborah Alsina MBE, Arthritis UK Chief Executive, said: “The position of Endowed Chair at Edinburgh was established to create a nucleus for rheumatology research.
“Professor Ralston’s work has been a testament to our joint commitment to expanding knowledge, improving practice and bettering the lives of those who live who live with these often-debilitating conditions.
“It has been an honour to endorse his successes from his pivotal research developments and clinical trials to his PhD mentorships. He has truly been instrumental in defining the contemporary landscape of rheumatology.
“We are delighted to welcome Professor Cosimo de Bari to this prestigious position and are eager to support him as we journey together towards a cure.”
Professor David Argyle, Head of the College of Medicine and Veterinary Medicine, University of Edinburgh, said: “Established nearly 50 years ago, the Endowed Chair recognises the University’s long-standing excellence in the field of rheumatology.
“Professor Ralston has been central to this endeavour, advancing research to improve patient outcomes worldwide.
“As we celebrate his achievements and bid him a congratulatory farewell, we are equally thrilled to welcome Professor Cosimo de Bari to the position, and look forward to continuing our valued partnership with Arthritis UK to champion innovative research.”
ASH Scotland is urging high school teachers and youth workers in Edinburgh to use the health charity’s updated resource packs to inspire young people to make confident, informed decisions to protect their long-term health by not taking up smoking or vaping.
The Tobacco-free School and Youth packs, which each feature 30 engaging activities that can be used in lessons and group sessions, are being published by the health charity as the major public health issues of youth smoking and vaping are causing ongoing concern for teachers, parents and people working with children.
The packs provide facts and statistics covering a range of topics such as ‘Smoking and mental health’, ‘Smoking, vaping and peer pressure’, ‘Being confidently nicotine-free’ and features new exercises on nicotine pouches to support the delivery of personal and social education classes or for youth group activities across various subjects.
Sheila Duffy, Chief Executive for ASH Scotland, said: “As concerned teachers and youth workers across Scotland regularly contact us for information about tobacco and nicotine products such as vapes and pouches, we have produced updated resource packs with robust, evidence-based content to engage and empower young people in Edinburgh to make informed decisions about protecting their health and wellbeing.
“Our Tobacco-free School and Youth packs are especially designed to be effective learning aids to facilitate classwork and activities to help equip children to increase their knowledge about the health risks associated with smoking, vaping and using nicotine pouches.”
